A Disaggregated Investigation of Learning Functions in Introductory Economics.

Fizel, John L.; Fiedler, John L.

Economics of Education Review, v5 n3 p287-95 1986

A sample of 328 freshman economics students is disaggregated by the students' gender, previous knowledge of economics, attitudes toward economics, and innate abilities. Results show that students learn more economics if they take microeconomics before macroeconomics. Appended are 14 references. (MLF)